Search results for "Mathematics instruction"
showing 10 items of 30 documents
Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis
2015
This paper investigates the teaching practices used by university mathematics teachers when lecturing, a topic within university mathematics education research which is gaining an increasing intere ...
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
2009
Abstract To examine the cross-lagged relationships between children's task motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only math-related task motivation and arithmetic performance showed cross-lagged relationship: the higher the math-related task motivation children reported in the beginning of the kindergarten year the higher the level of their arithmetic performance at the end of the kindergarten year. Moreover, the higher the level of children's arithmetic performance the more the interest in mathematics children reported later on. Literacy-related task motiv…
Dynamic graphics in Excel for teaching statistics: understanding the probability density function
2011
In this article, we show a dynamic graphic in Excel that is used to introduce an important concept in our subject, Statistics I: the probability density function. This interactive graphic seeks to facilitate conceptual understanding of the main aspects analysed by the learners.
Emphasizing visualization and physical applications in the study of eigenvectors and eigenvalues
2016
Disassembling the classroom – an ethnographic approach to the materiality of education
2012
The ethnography of education is challenged by the materiality of the classroom. Ethnographic accounts of school lessons mostly highlight language and interaction and offer no suitable methodology for researching objects and their role in the classroom. Moreover, objects are part of complex and interwoven assemblages involving human actors, practices and things. As such, their contribution to human practices often remains unnoticed in the background of routine activities. In order to make the materiality of practice available to ethnographic observation, we thus have to analytically disassemble these assemblages. An ethnographic approach that draws on practice theory and concepts developed i…
Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics
2020
This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the com...
Las dificultades específicas de aprendizaje en el albor del siglo XXI
2012
El objetivo de este trabajo es acercar al lector la actualidad del debate sobre las dificultades específicas de aprendizaje. La barrera que impone la literatura científica en inglés hace que profesionales y estudiantes universitarios se pierdan los apasionantes avances sobre esta categoría diagnóstica que tan polémica trayectoria ha tenido desde su nacimiento formal. Presentamos las definiciones de las dificultades de aprendizaje que han estado vigentes hasta la primera década del siglo XXI, las nuevas definiciones y discutimos dos características de la historia de las definiciones en este campo. Concluimos con las exigencias que plantean las nuevas formulaciones. The purpose of this articl…
Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Ass…
2022
Several universities are witnessing an increase in students’ enrolment in mathematics-intensive programmes over the last decades. This increase has come with the price of high failure rates in foundational mathematics courses, which poses challenges to mathematics teaching and learning in higher education. It is therefore inevitable, for some universities, to transform the teaching and learning of mathematics to more student-centred approaches that engage the students mathematically and enhance their success rates. We approach this transformative effort by investigating students’ perception of teaching, feedback, and assessment as a first step in reforming the teaching of a firs…
Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic
2019
The paper presents some reflections and activities developed by researchers and teachers involved in teacher education programs on cultural transposition. The construct of cultural transposition is presented as a condition for decentralizing the didactic practice of a specific cultural context through contact with other didactic practices of different cultural contexts. We discuss the background theoretical issues of this approach and also give an analysis of two examples of cultural transposition experiences carried out in Italy. In particular, by means of qualitative analysis of some excerpts, discussions, and interviews, we show that the contact with different perspectives coming from Ch…
Qualities of mathematical discourses in kindergartens
2020
AbstractIn this study we investigated qualities of the mathematical discourse in four kindergarten classes in which kindergarten teachers and 5-year-old children engaged in mathematical learning activities. We analysed differences in the mathematical discourses in two experimental kindergarten classes and two control kindergarten classes, in a research and development project. The overarching research question guiding our study was as follows: what characterises the mathematical discourse unfolding in kindergarten classes? In our study we drew on the theoretical framework Mathematical Discourse in Instruction coined by Adler and Ronda, as we quantified the collected qualitative data. Our an…